Professional Learning Community (Plc) Practices and Educators Efficacy (EE) Level Among the Form Six Educators (Published)
This research is done to identify the Professional Learning Community (PLC) Practices and Educators Efficacy (EE) Level among the Form Six Educators in schools of the four districts in the North West Coast of Sabah. Around 108 respondents were involved in this research. Data were collected using questionnaire form that measured PLC and EE respectively. PLC Practices were measured with 42 items and EE Level with 12 items. PLC research aspects were Norm and Value Development Domain, Student’s Learning Domain, Collaborative Practice Domain, Personal Mutual Practice Domain and Reflective Dialogue Domain. Whilst EE level research aspects was Self-Control and Achievement in the Community. Data were analyzed using Statistical Package for Social Sciences (SPSS) version 21.0 software. Analysis was done using descriptive and inferential statistic of T-test, Pearson Correlation and Regression. The result of the data analysis showed that PLC Practices and EE Level among the form six educators was moderately high. Pearson Correlation analysis showed that there was a significant relation between the PLC Practices and EE Level (r=0.662, k<0.01), where the relation was positive and average. The result of the independent T-test sample showed that there was no significant difference of PLC Practices according to gender (t=0.518, k>0.05). Parallel to PLC Practices, the EE Level independent T-test sample too showed insignificant difference where the EE Level score was (t=1.188, k>0.05), in a sense that both male and female were indifference. This implies that demographic factor such as gender did not show significant difference to the PLC Practices and EE Level.
The Relationships among Senior High School Teacher Perceptions on Professional Learning Community, Self-efficacy, School Type, and Gender (Review Completed - Accepted)
This study investigated the relationships between teacher’s professional learning community (PLC), self-efficacy (SE), school type, and gender. Descriptive statistics, t-test, product-moment correlation, and multiple regression analysis were applied to analyze the data. The findings indicated that a significant difference was found between public school teachers and private school teachers in two PLC dimensions, core element and human and social resources, and in one SE dimesnion, classroom management. Another significant differences were found between male teachers and female teachers in three SE dimensions, teaching strategy, classroom management, and student involvement. However, no significant differences was found between both in PLC dimesnions. Moreover, perceived PLC and SE were positive correlated. Perceived PLC could predict perceived SE. These results suggested that PLC appears to play a role in teachers’ reported levels of SE and provided initial evidence that the variation between schools in PLC may be explained by the SE.